My districts plan was last updated in March of 1996. I am shocked by how long it has been since the last update. It does not explicitdly state anything about cyber bullying. It is very general. It does not going into the specifics of cybbullying or child safety. The plan reads like a legal document aimed at covering the distritc, but not fully protecting the child.
The AUP does not discuss plagerism. However, there is a seperate form that goes out about academic integrity. It encompasses copying, plagerism, cheating on tests etc. It is not part of the AUP. I found it very student consequence driven, relieving the district of any responsibility. It states that it is,"Improssible to restrct access to all controversial materials." Furthermore, it discusses the consequences for misuse, "May result in dispilinary action the termination of user account and/or legal action. I agree to report misuse...Misuse comes in many forms; inluding messages sent or reseived indiacting pornography, unethical or illegal solitation, racisim, sexism, inappropriate language and other issues described above." I find it a bit unfair to have such a vague, yet reactive policy.
A parent, student, and teacher signature is required before the student can use the internet. I like that 3 signatures are required. However, the paper does go home with a stack of other papers on the first day of school. I think if the district truly believes the AUP plan is important, they should send it seperately a day or two after the other papers.Allowing it to get the time and understanding it needs.Elementary students cannot possibly understand the language in the plan. Words like idemnify, illegal solicitaion, and provisions are too advanced for an elementary student. The meaning behind them is also above their level of comprehension. Unfortunately, I do not know if teachers, students and parents are involved in creating the technology plan. Ido know the board last modified and approved it in 1996.
Analyze your districts’ AUP/RUP. Compare it to the examples provided in this module. What changes would you make if you were involved in revising it? How might you assure that it is read and understood by all constituents (parents, teachers, administrators, and students)? Note that as you continue through this course, your thoughts and ideas may change. USE THE WIKISPACES NOTES PAGE SET UP FOR YOU TO KEEP YOUR NOTES. THE BLUE FONT QUESTIONS SHOULD BE USED AS A GUIDELINE FOR YOUR NOTES.
As you view them add to your notes (in your Wikispace) why we need AUP/RUPs and why it is important for all concerned parties (parents, teachers, administrators, and students) to fully understand their provisions.
Students, teachers, parents, and administrators all need to know their rights and expectations.Technology has become a daily part of many students education. The more it is used the more it should be discussed. 90% of my students are leaning English as a second language. Many of the families I work with do not own their own computer. The internet is foreign to them. They trust the school and sign necessisary papers without knowing about the dangers of cyberbulling and other internet safety issues. Students need to know that it may seem easy to say and do things online, but the consequences of their actions transfer into the real world and can get them into real trouble.
Reflection Questions: 1. How does this information on copyright correspond with what you already know and use in your classroom Good reminder. Grey areas. Must create own material unless using a bit for critique parody 2. How are you teaching your students about copyright? 3rd grade. Mostly teaching character. However, did have 2 students turn in same paper. 3. How do you model correct use of copyrighted materials in your classroom and in your daily life? Hard in their developmental stage. Must keep it simple. 4. Do you observe violations of copyright law in your school or among your associates? If so, what violations have your noticed (perhaps now as a result of reading the above materials), and how might you help people to better understand copyright? In my school I we often create our own material. However, I have seen fluency passages taken from previous curriculums and used to create a fluency binder. It's a grey area, but I know we no longer have the rights to the material. 5. Why do you think some people violate copyright law? They think it helps students and does not hurt the person they are stealing from. Robin Hood threory. 6. Why do we have copyright laws? People who write or create works deserve to have rights over them. They deserve credit. If they choose to make money off their work, they deserve to.
Assignment for Module 2
How will you teach your students to follow the rules and laws pertaining to copyright and fair use? How will you model this in your classroom?
To what extent will you change your approach to copyright and fair use as a result of what you have learned in this module?
Did you encounter any surprises in this module? If so what were they?
What types of cyberbullying have you seen at your school? Has your staff discussed cyberbulling and how to deal with it? If so, how cyberbullying being addressed? Does your school or district’s tech plan or AUP/RUP contain information on cyberbullying and how it is to be handled? What can you do to prevent cyberbullying?
Incredibly limited needs revision bad. Very vague and very discipline oriented as opposed to supportive., In other words, covering the school not advocating child safety.
Cyber Bullying: Worse Than Traditional BullyingBy Scott Meech from Educators' eZine
To most teachers, the general stereotype of a bully is an over-sized male student who uses verbal and/or physical abuse to torment the smaller or weaker child. This stereotype is perpetuated throughout pop culture.
But the Internet has changed that, as it has changed so much else. Now there is "Cyber Bullying," and although it is less physical than traditional forms of bullying, it can have more devastating and longer-lasting effects. It is rapidly becoming a major problem. Now, a small physically weak child can be as much of a bully as the big brute but with more impact. Educators definitely need to understand how powerful and dangerous this new type of bullying has become as it has greatly impacted the classroom.
Paris and Robert Strom define cyber bullying as harassment using an electronic medium (E-mail, chat rooms, cell phones, instant messaging, and online voting booths) to threaten or harm others (Strom & Strom, 2005). This author believes that the definition should also include any form of information posted on the Internet, as in blogs, forums, etc. This latter form of cyber bullying involves gossip, humiliation, and threats (Sparling, 2005).
The statistics are shocking. In the year 2000 a University of New Hampshire study found that one out of every 17, or six percent of kids in the United States, had been threatened or harassed online. But in March of 2006, statistics showed that 75 to 80 percent of 12 to 14 year olds had been cyber bullied. Furthermore, 20 percent of kids under 18 have received a sexual solicitation. So cyber bullying is clearly on the rise, and it affects both genders. An American Educational Research Association study shows that female bullies preferred the use of text messaging harassment versus face-to-face bullying by 2 to 1 (Toppo, 2006).
Cyber bullying is a very difficult form of bullying to prevent and to police. A major difference between cyber bullying and traditional bullying is the ability to bully without a face-to-face confrontation. Kids become emboldened by the false feeling of being anonymous and they say things they might not have said in person (Beckerman & Nocero, 2003). Unfortunately, identifying a cyber bully isn't as easy as identifying the traditional big bad bully.
Authorities have greater difficulty in tracking down the bully because of problems in identification (Beckerman & Nocero, 2003). Students are too often lax in their security with usernames and passwords so messages can be falsely written by individuals and misrepresented.(Beckerman & Nocero, 2003).
The long-term impact of cyber bullying is greater than with traditional bullying. Digital images, cell phones, and other electronic means can greatly increase the speed in which the bully's messages can spread. Strom and Strom write, "Harmful messages intended to undermine the reputation of a victim can be far more damaging than face-to-face altercations. Instead of remaining a private matter or event known by only a small group, text or photographs can be communicated to a large audience in a short time" (Strom & Strom, 2005).
Perhaps the greatest long-term effect is the loss of the home as a safe-zone. Traditional bullying usually ended when a person was home, safe with their family. Cyber bullying enters into the home and is with the students at all times (Strom & Strom, 2005). As Greg Toppo writes, "Vulnerable children have virtually no refuge from harassment. It's a non-stop type of harassment and it crates a sense of helplessness." (Toppo, 2006) Bullies use this additional terror to traumatize their victims even more.
Our youth have grown up with technology; to them it is commonplace and part of their everyday life. Taking technology away from kids to protect them is not the answer, as they have integrated its use to such an extent that it would now begin to isolate them within their peer circles (Strom & Strom, 2005). Besides, the technology in itself is not bad; it is the manner in which it is used.
Students need to be educated on how to deal with cyber bullying as much as learning the traditional issues of drugs, sex, and nutrition. There are additional strategies that should be employed when dealing with cyber bullying. Never respond to a cyber bully. This just provides fodder and they now know that have actually made official contact. Protect your personal information with technology and change your online information including password and screen names on a regular basis.
Technology is changing the world in many ways. However, new negative uses of it have increased as well. Cyber bullying is on the rise and it is very serious. Email:Scott Meech
References
Beckerman, L., & Nocero, J. (2003, February). High-tech student hate mail. Education Digest, 68(6), 37.
Fratt, L. (2006, March). Making cyberspace safer. District Administration, 42(3), 34.
Sparling, P. (2005, April). Mean machines. Current Health, 28(8), 18-20.
Strom, P., & Strom, R. (2005, December). When teens turn cyberbullies. Education Digest, 71(4), 35-41.
Toppo, G. (2006, April). High-tech bullying may be on the rise. USA Today, p. 8. Retrieved August 7, 2006, from Ebsco.
The other day the principal gave a writing prompt to 3rd grade students. The prompt was, "Write about a person in class that always shows respect. How do they show respect." I handed out the prompt and created a proper test taking atmosphere. Two capable students took longer than others to finish. Consequently, I sent them to a table in the back of the room to work while the rest of the class began math. Eventually, the two students finished their writing and turned in two identical assignments. This allowed me to talk about copyright and fair use in kid friendly language. The two girls had to write the assignment over, but did not face any punitive punishment. It was a learning experience. Facilitating discussion and questions surrounding the value of copyright and why writers deserve it. We discussed that sometimes we can use work. This is called fair use. The class discussed how fair use has limitations.
I think we got a good start to discussing copyright and fair use. I was able to use background knowledge to draw connections. I now need to bring up the topic again using specific examples. In March we will have another writing prompt. Prior to that I will discuss copyright and fair use.
In this module the greatest surprise was seeing how much teachers use material that is not theirs and break copyright laws. We often use material from our old curriculum. Though, we once owned it, it is no longer ours, therefore we have lost the rights to it. This is of course a grey area. Teachers want to use the best material to teach their students. If the old curriculum taught antonyms better than the new; why not use the old? The answer, is because it breaks copyright laws despite the fact that it benefits students. The area between copyright and fair use is very grey. However, I would rather side with integrity. Print this document
Module 5
Bloom's Revised Taxonomy
Bloom's Revised Taxonomy
Goal is to have kids understanding and some applying through questioning
Plagiarism taking ideas that are not yours and using them. Taking credit for them.
Examples of is and isn't like in "Help Children Avoid Plagairism"
Assignment for Module 5
Using any one of the standard evaluation checklists that best suits your needs, evaluate a website that you use as part of your curriculum for accuracy, authority and authenticity. What did you discover about this resource?
Scottforesman math. Animal facts national geographic. All academic websites. Once in awhiloe wikipedia for quick facts this could be an opportunity to teach kids about resources ands authenticity. Wikipedia worries me.
Using any one of the standard evaluation checklists that best suits your needs, evaluate one of the resources from Modules 3 and 4 for accuracy, authority, and authenticity. What did you discover about this resource?
ANalyze Article.....
How will you teach your students to critically evaluate the Internet sites they access and use?
How will teach? Examples of correct and incorrect.
Make sure you have bookmarked the web sites and articles on Evaluating Internet Resources that you may wish to use later when you begin to develop your Internet Safety Strategies
DOne!
Teaching Educators & Students to Evaluate Websites ESC, Region 1 Technology Conference 2007
Teaching Educators & Students to Evaluate Websites ESC, Region 1 Technology Conference 2007
Five W’s: ü Why? Evaluates web site’s Authority
Credible Author?
Includes author credentials, biographical information, place of work information, etc.
Understand author v. webmaster
Sponsoring Organization?
Link to web site trusted?
ü What? Evaluates Web site’s Objectivity
What is the purpose of the Web site?
Is it designed to inform? Sell? Persuade?
Is the page mostly Fact or mostly Opinion?
Are there links to the sponsoring organization?
ü Where? Evaluates the Web site’s Accuracy
Is information source indicated?
Are citations provided and corroborated?
Are additional links to related Web sites provided for additional research?
ü When? Evaluates currency of the information
Is creation and “last updated” date provided?
Does it matter if this information is outdated?
Are the links up-to-date?
ü Why? Evaluates coverage of information
Is the information unique and/or different from what has been previously found?
Is the information valuable?
Should I keep researching?
Can I confirm the reliability of this information by finding similar information from places I trust?
WEB EVALUATION TOOLS: To identify Web site Ownership: http://www.easywhois.com enter the domain name of the site you would like to research To find out who is linked to a Web site: http://www.altavista.com or http://www.google.com link command (EX: link: www.ecisd.net in search window) To find out the history of a Web site: http://www.archive.org The Wayback Machine allows browsing through 30 billion web pages archived from 1996 to a few months ago. Enter the URL of a site or page and click the Take Me Back button. Clues that you are on a personal web site: ~ or the % sign or a personal name “jdoe” or the word “user” after the domain name and the first “/”
Link to web site given during training for the curriculum program
What? Evaluates Web site’s Objectivity
The purpose it to educate children from k-6
There is a lot of links that give you a sample and then suggest you buy material in order to get more.
The page is mostly fact with some opinion on how great the curriculum is.
Where? Evaluates the Web site’s Accuracy
When I login using my teacher name and password I have access to the authors of the curriculum, sources etc.
Additional links are notprovided
When? Evaluates currency of the information
Copyright 2008. Does not state last update
Information appears current.
Links are up to date
Why? Evaluates coverage of information
The information supports The curriculum I use. It extends and enriches the curriculum I teach.
Very valuable information.
*I use this website more than any other, but in hindsight it wasn’t a very challenging eval.
Assignment for Module 6
This is your final project. It should be generated from your previous assignments and discussions. Please incorporate any appropriate feedback from previous assignments and discussions.
Prepare a report which outlines the strategies you will use in your classroom to integrate Internet safety and ethics into your curriculum. Your report must incorporate the following Key Aspects of Internet safety and ethics:
Your plan to explain your District's Acceptable/Responsible Use Plan to your students and their parents
Internet Safety/Privacy
Cyberbullying
Respect: How to be a good cybercitizen
Netiquette: Incorporate basic netiquette skills
Critical Evaluation Skills to recognize quality on-line resources
The AUP does not discuss plagerism. However, there is a seperate form that goes out about academic integrity. It encompasses copying, plagerism, cheating on tests etc. It is not part of the AUP. I found it very student consequence driven, relieving the district of any responsibility. It states that it is,"Improssible to restrct access to all controversial materials." Furthermore, it discusses the consequences for misuse, "May result in dispilinary action the termination of user account and/or legal action. I agree to report misuse...Misuse comes in many forms; inluding messages sent or reseived indiacting pornography, unethical or illegal solitation, racisim, sexism, inappropriate language and other issues described above." I find it a bit unfair to have such a vague, yet reactive policy.
A parent, student, and teacher signature is required before the student can use the internet. I like that 3 signatures are required. However, the paper does go home with a stack of other papers on the first day of school. I think if the district truly believes the AUP plan is important, they should send it seperately a day or two after the other papers.Allowing it to get the time and understanding it needs.Elementary students cannot possibly understand the language in the plan. Words like idemnify, illegal solicitaion, and provisions are too advanced for an elementary student. The meaning behind them is also above their level of comprehension. Unfortunately, I do not know if teachers, students and parents are involved in creating the technology plan. Ido know the board last modified and approved it in 1996.
Analyze your districts’ AUP/RUP. Compare it to the examples provided in this module. What changes would you make if you were involved in revising it? How might you assure that it is read and understood by all constituents (parents, teachers, administrators, and students)? Note that as you continue through this course, your thoughts and ideas may change. USE THE WIKISPACES NOTES PAGE SET UP FOR YOU TO KEEP YOUR NOTES. THE BLUE FONT QUESTIONS SHOULD BE USED AS A GUIDELINE FOR YOUR NOTES.
As you view them add to your notes (in your Wikispace) why we need AUP/RUPs and why it is important for all concerned parties (parents, teachers, administrators, and students) to fully understand their provisions.
Students, teachers, parents, and administrators all need to know their rights and expectations.Technology has become a daily part of many students education. The more it is used the more it should be discussed. 90% of my students are leaning English as a second language. Many of the families I work with do not own their own computer. The internet is foreign to them. They trust the school and sign necessisary papers without knowing about the dangers of cyberbulling and other internet safety issues. Students need to know that it may seem easy to say and do things online, but the consequences of their actions transfer into the real world and can get them into real trouble.
Reflection Questions:
1. How does this information on copyright correspond with what you already know and use in your classroom Good reminder. Grey areas. Must create own material unless using a bit for critique parody
2. How are you teaching your students about copyright? 3rd grade. Mostly teaching character. However, did have 2 students turn in same paper.
3. How do you model correct use of copyrighted materials in your classroom and in your daily life? Hard in their developmental stage. Must keep it simple.
4. Do you observe violations of copyright law in your school or among your associates? If so, what violations have your noticed (perhaps now as a result of reading the above materials), and how might you help people to better understand copyright? In my school I we often create our own material. However, I have seen fluency passages taken from previous curriculums and used to create a fluency binder. It's a grey area, but I know we no longer have the rights to the material.
5. Why do you think some people violate copyright law? They think it helps students and does not hurt the person they are stealing from. Robin Hood threory.
6. Why do we have copyright laws? People who write or create works deserve to have rights over them. They deserve credit. If they choose to make money off their work, they deserve to.
To what extent will you change your approach to copyright and fair use as a result of what you have learned in this module?
Did you encounter any surprises in this module? If so what were they?
Incredibly limited needs revision bad. Very vague and very discipline oriented as opposed to supportive., In other words, covering the school not advocating child safety.
Cyber Bullying: Worse Than Traditional BullyingBy Scott Meech
from Educators' eZine
To most teachers, the general stereotype of a bully is an over-sized male student who uses verbal and/or physical abuse to torment the smaller or weaker child. This stereotype is perpetuated throughout pop culture.
But the Internet has changed that, as it has changed so much else. Now there is "Cyber Bullying," and although it is less physical than traditional forms of bullying, it can have more devastating and longer-lasting effects. It is rapidly becoming a major problem. Now, a small physically weak child can be as much of a bully as the big brute but with more impact. Educators definitely need to understand how powerful and dangerous this new type of bullying has become as it has greatly impacted the classroom.
Paris and Robert Strom define cyber bullying as harassment using an electronic medium (E-mail, chat rooms, cell phones, instant messaging, and online voting booths) to threaten or harm others (Strom & Strom, 2005). This author believes that the definition should also include any form of information posted on the Internet, as in blogs, forums, etc. This latter form of cyber bullying involves gossip, humiliation, and threats (Sparling, 2005).
The statistics are shocking. In the year 2000 a University of New Hampshire study found that one out of every 17, or six percent of kids in the United States, had been threatened or harassed online. But in March of 2006, statistics showed that 75 to 80 percent of 12 to 14 year olds had been cyber bullied. Furthermore, 20 percent of kids under 18 have received a sexual solicitation. So cyber bullying is clearly on the rise, and it affects both genders. An American Educational Research Association study shows that female bullies preferred the use of text messaging harassment versus face-to-face bullying by 2 to 1 (Toppo, 2006).
Cyber bullying is a very difficult form of bullying to prevent and to police. A major difference between cyber bullying and traditional bullying is the ability to bully without a face-to-face confrontation. Kids become emboldened by the false feeling of being anonymous and they say things they might not have said in person (Beckerman & Nocero, 2003). Unfortunately, identifying a cyber bully isn't as easy as identifying the traditional big bad bully.
Authorities have greater difficulty in tracking down the bully because of problems in identification (Beckerman & Nocero, 2003). Students are too often lax in their security with usernames and passwords so messages can be falsely written by individuals and misrepresented.(Beckerman & Nocero, 2003).
The long-term impact of cyber bullying is greater than with traditional bullying. Digital images, cell phones, and other electronic means can greatly increase the speed in which the bully's messages can spread. Strom and Strom write, "Harmful messages intended to undermine the reputation of a victim can be far more damaging than face-to-face altercations. Instead of remaining a private matter or event known by only a small group, text or photographs can be communicated to a large audience in a short time" (Strom & Strom, 2005).
Perhaps the greatest long-term effect is the loss of the home as a safe-zone. Traditional bullying usually ended when a person was home, safe with their family. Cyber bullying enters into the home and is with the students at all times (Strom & Strom, 2005). As Greg Toppo writes, "Vulnerable children have virtually no refuge from harassment. It's a non-stop type of harassment and it crates a sense of helplessness." (Toppo, 2006) Bullies use this additional terror to traumatize their victims even more.
Our youth have grown up with technology; to them it is commonplace and part of their everyday life. Taking technology away from kids to protect them is not the answer, as they have integrated its use to such an extent that it would now begin to isolate them within their peer circles (Strom & Strom, 2005). Besides, the technology in itself is not bad; it is the manner in which it is used.
Students need to be educated on how to deal with cyber bullying as much as learning the traditional issues of drugs, sex, and nutrition. There are additional strategies that should be employed when dealing with cyber bullying. Never respond to a cyber bully. This just provides fodder and they now know that have actually made official contact. Protect your personal information with technology and change your online information including password and screen names on a regular basis.
Technology is changing the world in many ways. However, new negative uses of it have increased as well. Cyber bullying is on the rise and it is very serious.
Email:Scott Meech
References
Beckerman, L., & Nocero, J. (2003, February). High-tech student hate mail. Education Digest, 68(6), 37.Fratt, L. (2006, March). Making cyberspace safer. District Administration, 42(3), 34.
Sparling, P. (2005, April). Mean machines. Current Health, 28(8), 18-20.
Strom, P., & Strom, R. (2005, December). When teens turn cyberbullies. Education Digest, 71(4), 35-41.
Toppo, G. (2006, April). High-tech bullying may be on the rise. USA Today, p. 8. Retrieved August 7, 2006, from Ebsco.
The other day the principal gave a writing prompt to 3rd grade students. The prompt was, "Write about a person in class that always shows respect. How do they show respect." I handed out the prompt and created a proper test taking atmosphere. Two capable students took longer than others to finish. Consequently, I sent them to a table in the back of the room to work while the rest of the class began math. Eventually, the two students finished their writing and turned in two identical assignments. This allowed me to talk about copyright and fair use in kid friendly language. The two girls had to write the assignment over, but did not face any punitive punishment. It was a learning experience. Facilitating discussion and questions surrounding the value of copyright and why writers deserve it. We discussed that sometimes we can use work. This is called fair use. The class discussed how fair use has limitations.
I think we got a good start to discussing copyright and fair use. I was able to use background knowledge to draw connections. I now need to bring up the topic again using specific examples. In March we will have another writing prompt. Prior to that I will discuss copyright and fair use.
In this module the greatest surprise was seeing how much teachers use material that is not theirs and break copyright laws. We often use material from our old curriculum. Though, we once owned it, it is no longer ours, therefore we have lost the rights to it. This is of course a grey area. Teachers want to use the best material to teach their students. If the old curriculum taught antonyms better than the new; why not use the old? The answer, is because it breaks copyright laws despite the fact that it benefits students. The area between copyright and fair use is very grey. However, I would rather side with integrity.
Print this document
Module 5
Bloom's Revised Taxonomy
Goal is to have kids understanding and some applying through questioning
Plagiarism taking ideas that are not yours and using them. Taking credit for them.
Examples of is and isn't like in "Help Children Avoid Plagairism"
- Using any one of the standard evaluation checklists that best suits your needs, evaluate a website that you use as part of your curriculum for accuracy, authority and authenticity. What did you discover about this resource?
Scottforesman math. Animal facts national geographic. All academic websites. Once in awhiloe wikipedia for quick facts this could be an opportunity to teach kids about resources ands authenticity. Wikipedia worries me.- Using any one of the standard evaluation checklists that best suits your needs, evaluate one of the resources from Modules 3 and 4 for accuracy, authority, and authenticity. What did you discover about this resource?
- ANalyze Article.....
- How will you teach your students to critically evaluate the Internet sites they access and use?
How will teach? Examples of correct and incorrect.Teaching Educators & Students to Evaluate Websites
ESC, Region 1 Technology Conference 2007
Teaching Educators & Students to Evaluate Websites
ESC, Region 1 Technology Conference 2007
Five W’s:
ü Why? Evaluates web site’s Authority
- Credible Author?
- Includes author credentials, biographical information, place of work information, etc.
- Understand author v. webmaster
- Sponsoring Organization?
- Link to web site trusted?
ü What? Evaluates Web site’s Objectivity- What is the purpose of the Web site?
- Is it designed to inform? Sell? Persuade?
- Is the page mostly Fact or mostly Opinion?
- Are there links to the sponsoring organization?
ü Where? Evaluates the Web site’s Accuracy- Is information source indicated?
- Are citations provided and corroborated?
- Are additional links to related Web sites provided for additional research?
ü When? Evaluates currency of the information- Is creation and “last updated” date provided?
- Does it matter if this information is outdated?
- Are the links up-to-date?
ü Why? Evaluates coverage of information- Is the information unique and/or different from what has been previously found?
- Is the information valuable?
- Should I keep researching?
- Can I confirm the reliability of this information by finding similar information from places I trust?
WEB EVALUATION TOOLS:To identify Web site Ownership:
http://www.easywhois.com enter the domain name of the site you would like to research
To find out who is linked to a Web site:
http://www.altavista.com or http://www.google.com link command (EX: link: www.ecisd.net in search window)
To find out the history of a Web site:
http://www.archive.org The Wayback Machine allows browsing through 30 billion web pages archived from 1996 to a few months ago. Enter the URL of a site or page and click the Take Me Back button.
Clues that you are on a personal web site:
~ or the % sign or a personal name “jdoe” or the word “user” after the domain name and the first “/”
Jessica Zanotto
Teaching Educators & Students to Evaluate Websites
Website in Review:http://www.scottforesman.com
Five W’s:
*I use this website more than any other, but in hindsight it wasn’t a very challenging eval.
Prepare a report which outlines the strategies you will use in your classroom to integrate Internet safety and ethics into your curriculum. Your report must incorporate the following Key Aspects of Internet safety and ethics: